[Students or readers about teachers or authors.] They will listen with both ears to what is said by the men just a step or two ahead of them, who stand nearest to them, and within arm’s reach. A guide ceases to be of any use when he strides so far ahead as to be hidden by the curvature of the earth.

Certain students of genetics inferred that the Mendelian units responsible for the selected character were genes producing only a single effect. This was careless logic. It took a good deal of hammering to get rid of this erroneous idea. As facts accumulated it became evident that each gene produces not a single effect, but in some cases a multitude of effects on the characters of the individual. It is true that in most genetic work only one of these character-effects is selected for study—the one that is most sharply defined and separable from its contrasted character—but in most cases minor differences also are recognizable that are just as much the product of the same gene as is the major effect.

Even fairly good students, when they have obtained the solution of the problem and written down neatly the argument, shut their books and look for something else. Doing so, they miss an important and instructive phase of the work. ... A good teacher should understand and impress on his students the view that no problem whatever is completely exhausted.

From him [Wilard Bennett] I learned how different a working laboratory is from a student laboratory. The answers are not known![While an undergraduate, doing experimental measurements in the laboratory of his professor, at Ohio State University.]

From the physician, as emphatically the student of Nature, is expected not only an inquiry into cause, but an investigation of the whole empire of Nature and a determination of the applicability of every species of knowledge to the improvement of his art.

From the point of view of the pure morphologist the recapitulation theory is an instrument of research enabling him to reconstruct probable lines of descent; from the standpoint of the student of development and heredity the fact of recapitulation is a difficult problem whose solution would perhaps give the key to a true understanding of the real nature of heredity.

Geology ... offers always some material for observation. ... [When] spring and summer come round, how easily may the hammer be buckled round the waist, and the student emerge from the dust of town into the joyous air of the country, for a few delightful hours among the rocks.

I am convinced that this is the only means of advancing science, of clearing the mind from a confused heap of contradictory observations, that do but perplex and puzzle the Student, when he compares them, or misguide him if he gives himself up to their authority; but bringing them under one general head, can alone give rest and satisfaction to an inquisitive mind.

I am told that the wall paintings which we had the happiness of admiring in all their beauty and freshness [in the chapel she discovered at Abu Simbel] are already much injured. Such is the fate of every Egyptian monument, great or small. The tourist carves it over with names and dates, and in some instances with caricatures. The student of Egyptology, by taking wet paper “squeezes” sponges away every vestige of the original colour. The “Collector” buys and carries off everything of value that he can, and the Arab steals it for him. The work of destruction, meanwhile goes on apace. The Museums of Berlin, of Turin, of Florence are rich in spoils which tell their lamentable tale. When science leads the way, is it wonderful that ignorance should follow?

Quoted in Margaret S. Drower, The Early Years, in T.G.H. James, (ed.), Excavating in Egypt: The Egypt Exploration Society, 1882-1982 (1982), 10. As cited in Wendy M.K. Shaw, Possessors and Possessed: Museums, Archaeology, and the Visualization of History in the Late Ottoman Empire (2003), 37. Also quoted in Margaret S. Drower, Flinders Petrie: A Life in Archaeology (1995), 57.

I have lived much of my life among molecules. They are good company. I tell my students to try to know molecules, so well that when they have some question involving molecules, they can ask themselves, What would I do if I were that molecule? I tell them, Try to feel like a molecule; and if you work hard, who knows? Some day you may get to feel like a big molecule!

I learned what research was all about as a research student [with] Stoppani ... Max Perutz, and ... Fred Sanger... From them, I always received an unspoken message which in my imagination I translated as “Do good experiments, and don’t worry about the rest.”

I once knew an otherwise excellent teacher who compelled his students to perform all their demonstrations with incorrect figures, on the theory that it was the logical connection of the concepts, not the figure, that was essential.

I tell [medical students] that they are the luckiest persons on earth to be in medical school, and to forget all this worry about H.M.O.'s and keep your eye on helping the patient. It's the best time ever to be a doctor because you can heal and treat conditions that were untreatable even a couple of years ago.

From speech given at an anti-war teach-in at the Massachusetts Institute of Technology, (4 Mar 1969) 'A Generation in Search of a Future', as edited by Ron Dorfman for Chicago Journalism Review, (May 1969).

I venture to maintain, that, if the general culture obtained in the Faculty of Arts were what it ought to be, the student would have quite as much knowledge of the fundamental principles of Physics, of Chemistry, and of Biology, as he needs, before he commenced his special medical studies. Moreover, I would urge, that a thorough study of Human Physiology is, in itself, an education broader and more comprehensive than much that passes under that name. There is no side of the intellect which it does not call into play, no region of human knowledge into which either its roots, or its branches, do not extend; like the Atlantic between the Old and the New Worlds, its waves wash the shores of the two worlds of matter and of mind; its tributary streams flow from both; through its waters, as yet unfurrowed by the keel of any Columbus, lies the road, if such there be, from the one to the other; far away from that Northwest Passage of mere speculation, in which so many brave souls have been hopelessly frozen up.

I was a reasonably good student in college ... My chief interests were scientific. When I entered college, I was devoted to out-of-doors natural history, and my ambition was to be a scientific man of the Audubon, or Wilson, or Baird, or Coues type—a man like Hart Merriam, or Frank Chapman, or Hornaday, to-day.

If any student comes to me and says he wants to be useful to mankind and go into research to alleviate human suffering, I advise him to go into charity instead. Research wants real egotists who seek their own pleasure and satisfaction, but find it in solving the puzzles of nature.

In all our academies we attempt far too much. ... In earlier times lectures were delivered upon chemistry and botany as branches of medicine, and the medical student learned enough of them. Now, however, chemistry and botany are become sciences of themselves, incapable of comprehension by a hasty survey, and each demanding the study of a whole life, yet we expect the medical student to understand them. He who is prudent, accordingly declines all distracting claims upon his time, and limits himself to a single branch and becomes expert in one thing.

Instead of adjusting students to docile membership in whatever group they happen to be placed, we should equip them to cope with their environment, not be adjusted to it, to be willing to stand alone, if necessary, for what is right and true.

In speech, 'Education for Creativity in the Sciences', Conference at New York University, Washington Square. As quoted by Gene Currivan in 'I.Q. Tests Called Harmful to Pupil', New York Times (16 Jun 1963), 66.

It is impossible not to feel stirred at the thought of the emotions of man at certain historic moments of adventure and discovery—Columbus when he first saw the Western shore, Pizarro when he stared at the Pacific Ocean, Franklin when the electric spark came from the string of his kite, Galileo when he first turned his telescope to the heavens. Such moments are also granted to students in the abstract regions of thought, and high among them must be placed the morning when Descartes lay in bed and invented the method of co-ordinate geometry.

It is very desirable to have a word to express the Availability for work of the heat in a given magazine; a term for that possession, the waste of which is called Dissipation. Unfortunately the excellent word Entropy, which Clausius has introduced in this connexion, is applied by him to the negative of the idea we most naturally wish to express. It would only confuse the student if we were to endeavour to invent another term for our purpose. But the necessity for some such term will be obvious from the beautiful examples which follow. And we take the liberty of using the term Entropy in this altered sense ... The entropy of the universe tends continually to zero.

Liebig was not a teacher in the ordinary sense of the word. Scientifically productive himself in an unusual degree, and rich in chemical ideas, he imparted the latter to his advanced pupils, to be put by them to experimental proof; he thus brought his pupils gradually to think for themselves, besides showing and explaining to them the methods by which chemical problems might be solved experimentally.

My interest in chemistry was started by reading Robert Kennedy Duncan’s popular books while a high school student in Des Moines, Iowa, so that after some delay when it was possible for me to go to college I had definitely decided to specialize in chemistry.

On May 15, 1957 Linus Pauling made an extraordinary speech to the students of Washington University. ... It was at this time that the idea of the scientists' petition against nuclear weapons tests was born. That evening we discussed it at length after dinner at my house and various ones of those present were scribbling and suggesting paragraphs. But it was Linus Pauling himself who contributed the simple prose of the petition that was much superior to any of the suggestions we were making.

One of the first and foremost duties of the teacher is not to give his students the impression that mathematical problems have little connection with each other, and no connection at all with anything else. We have a natural opportunity to investigate the connections of a problem when looking back at its solution.

Scientists and particularly the professional students of evolution are often accused of a bias toward mechanism or materialism, even though believers in vitalism and in finalism are not lacking among them. Such bias as may exist is inherent in the method of science. The most successful scientific investigation has generally involved treating phenomena as if they were purely materialistic, rejecting any metaphysical hypothesis as long as a physical hypothesis seems possible. The method works. The restriction is necessary because science is confined to physical means of investigation and so it would stultify its own efforts to postulate that its subject is not physical and so not susceptible to its methods.

Students of the heavens are separable into astronomers and astrologers as readily as the minor domestic ruminants into sheep and goats, but the separation of philosophers into sages and cranks seems to be more sensitive to frames of reference.

Students using astrophysical textbooks remain essentially ignorant of even the existence of plasma concepts, despite the fact that some of them have been known for half a century. The conclusion is that astrophysics is too important to be left in the hands of astrophysicists who have gotten their main knowledge from these textbooks. Earthbound and space telescope data must be treated by scientists who are familiar with laboratory and magnetospheric physics and circuit theory, and of course with modern plasma theory.[Lamenting the traditional neglect of plasma physics]

The best part of working at a university is the students. They come in fresh, enthusiastic, open to ideas, unscarred by the battles of life. They don't realize it, but they're the recipients of the best our society can offer. If a mind is ever free to be creative, that's the time. They come in believing textbooks are authoritative but eventually they figure out that textbooks and professors don't know everything, and then they start to think on their own. Then, I begin learning from them.

The genius of Laplace was a perfect sledge hammer in bursting purely mathematical obstacles; but, like that useful instrument, it gave neither finish nor beauty to the results. In truth, in truism if the reader please, Laplace was neither Lagrange nor Euler, as every student is made to feel. The second is power and symmetry, the third power and simplicity; the first is power without either symmetry or simplicity. But, nevertheless, Laplace never attempted investigation of a subject without leaving upon it the marks of difficulties conquered: sometimes clumsily, sometimes indirectly, always without minuteness of design or arrangement of detail; but still, his end is obtained and the difficulty is conquered.

The Good Spirit never cared for the colleges, and though all men and boys were now drilled in Greek, Latin, and Mathematics, it had quite left these shells high on the beach, and was creating and feeding other matters [science] at other ends of the world.

The leading idea which is present in all our [geological] researches, and which accompanies every fresh observation, the sound of which to the ear of the student of Nature seems echoed from every part of her works, is—Time!—Time!—Time!

The story is told of Lord Kelvin, a famous Scotch physicist of the last century, that after he had given a lecture on atoms and molecules, one of his students came to him with the question, “Professor, what is your idea of the structure of the atom.”“What,” said Kelvin, “The structure of the atom? Why, don’t you know, the very word ‘atom’ means the thing that can’t be cut. How then can it have a structure?”“That,” remarked the facetious young man, “shows the disadvantage of knowing Greek.”

The teacher can seldom afford to miss the questions: What is the unknown? What are the data? What is the condition? The student should consider the principal parts of the problem attentively, repeatedly, and from from various sides.

The theoretical side of physical chemistry is and will probably remain the dominant one; it is by this peculiarity that it has exerted such a great influence upon the neighboring sciences, pure and applied, and on this ground physical chemistry may be regarded as an excellent school of exact reasoning for all students of the natural sciences.

The University is a Mecca to which students come with something less than perfect faith. It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known, but to question it.

There was a golden period that I look back upon with great regret, in which the cheapest of experimental animals were medical students. Graduate students were even better. In the old days, if you offered a graduate student a thiamine-deficient diet, he gladly went on it, for that was the only way he could eat. Science is getting to be more and more difficult.

There was a seminar for advanced students in Zürich that I was teaching and von Neumann was in the class. I came to a certain theorem, and I said it is not proved and it may be difficult. Von Neumann didn’t say anything but after five minutes he raised his hand. When I called on him he went to the blackboard and proceeded to write down the proof. After that I was afraid of von Neumann.

In George Pólya and Gerald L. Alexanderson (ed.) The Pólya Picture Album: Encounters of a Mathematician (1987), 154. Also footnoted in Matti Tedre, The Development of Computer Science: a Sociocultural Perspective (2006), 198, cited as from How to Solve It: A New Aspect of Mathematical Method (1957), xv.

To eliminate the discrepancy between men's plans and the results achieved, a new approach is necessary. Morphological thinking suggests that this new approach cannot be realized through increased teaching of specialized knowledge. This morphological analysis suggests that the essential fact has been overlooked that every human is potentially a genius. Education and dissemination of knowledge must assume a form which allows each student to absorb whatever develops his own genius, lest he become frustrated. The same outlook applies to the genius of the peoples as a whole.

Train yourselves. Don't wait to be fed knowledge out of a book. Get out and seek it. Make explorations. Do your own research work. Train your hands and your mind. Become curious. Invent your own problems and solve them. You can see things going on all about you. Inquire into them. Seek out answers to your own questions. There are many phenomena going on in nature the explanation of which cannot be found in books. Find out why these phenomena take place. Information a boy gets by himself is enormously more valuable than that which is taught to him in school.

[Certain students] suppose that because science has penetrated the structure of the atom it can solve all the problems of the universe. ... They are known in every ... college as the most insufferable, cocksure know-it-alls. If you want to talk to them about poetry, they are likely to reply that the "emotive response" to poetry is only a conditioned reflex .... If they go on to be professional scientists, their sharp corners are rubbed down, but they undergo no fundamental change. They most decidedly are not set apart from the others by their intellectual integrity and faith, and their patient humility in front of the facts of nature.... They are uneducated, in the fullest sense of the word, and they certainly are no advertisement for the claims of science teachers.

In science it often happens that scientists say, 'You know that's a really good argument; my position is mistaken,' and then they would actually change their minds and you never hear that old view from them again. They really do it. It doesn't happen as often as it should, because scientists are human and change is sometimes painful. But it happens every day. I cannot recall the last time something like that happened in politics or religion.
(1987) -- Carl Sagan